approaches Flashcards
1
Q
learning apparoach 1examplea
A
1)behaviourist approach- social learning thoery
2)cognitive approach
3)the biological approach
4)the psychodynamic approach
5)humanistic psyhcology
2
Q
what is the behaviourist approach
A
classical conditioning and Pavlov’s research, operant conditioning, types of reinforcement and Skinner’s research.
3
Q
what is the social leaerning theory
A
limitation, identification, modelling, vicarious reinforcement, the role of mediational processes and Bandura’s research.
4
Q
what is the cognitive approach
A
study of internal mental processes, the role of schema, the use of theoretical and computer models to explain and make inferences about mental processes. The emergence of cognitive neuroscience.
5
Q
what was psychology known as
A
17th-18th cent-experimental phikosophy
6
Q
who influecned psycholigy
A
rene descartes and his concept of cartesian dualism
brain not same as mind
7
Q
empiricism
A
john locke
all knowledge is derived from sensory experience and can be studied using the scientifiv method
8
Q
evolutuonary theory
A
behaviour is an adapticve repsonse
survival of the fittest
9
Q
wilhem wundt
A
open first psych lap germany
study structure of human mind
break down behaviours into basic elements
structuralism
10
Q
introspection
A
wundt
‘looking into’
ppts asked refelct on their own cognitive processes and descrieb them
established psychology as a sxience by using a scientific method
11
Q
wundts scientific methods assumptions
A
-all behaviour is seen as beung caused
-if behaviour is determined then it shoes be possible to predict how human beings would behave in diff conditions
12
Q
what makes something replicBLE
A
A standardised procedure
13
Q
objective
A
it is not affected by the personal feelings and experiences of the researcher.
14
Q
can introspection be scientific
A
-relies primary on non observable responses
-introspection produced data that was subjective
15
Q
behaviourism
A
-rejects introspection
-early behavipurist such as watson rejected intos[ection as unobservable
-argued we can only measure behaviour we can see
16
Q
hunter 2003
A
used introspection to study happiness in their work in the area of positive psychology
16
Q
griffiths 1994
A
used introspection to study the cognitive processes of fruit machine gamblers
asked them to think aloud whilst playing a fruit machine into mic
17
Q
4 goals of psychology
A
1)description
2)explanation
3)predictioin
4)change
18
Q
description
A
tells us what occurred
19
Q
explanation
A
tells us why a behaviour or a mental process occurred
20
Q
prediction
A
indentifies conditions under whcih a future behaviour or mental process is likely to occur
21
Q
strengths of the scientific approach
A
-knowledge acquired using scientific methods are more than just the passive acceptance of facts
-causes of behaviour can be established through the use of methods that are empirical and replicable
-scientiifc knowledge is self corrective meaning tht it can be redined or abondend
22
Q
weakness of the scientific spproach
A
- scientific psychologists create contrived situations that create artifical behaviours
-mushc of the subject matter of psychology is unobersvable therefore cannot be measured with any degree of accuracy
-not all psychologists share the view tha human behaviour can be explored through scientifci methods
23
Q
operant conditioning- addiction
A
comes about because of reinforcing power of pleasure associated with it behaviours are likely to be repeated if they are rewarded in some ways
24
positive reinforcement
the reward is desirable consequences , feeling relaxed , confident , gaining approval of friends
25
negative reinforcement
the reward is removal of an unpleasant consequence , relief from withdrawal symptoms
26
evaluation of behaviourism
scientific credibility
really life application
26
real life application of behaviourism
schools, prisons,treatments
27
scientific credibility of behaviourism
heled to develop
Psychology as a science – uses the scientific method
28
problems of behaviourism
Deterministic
Simplistic
Animals in research
Spontaneous behaviour
28
Deterministic
we do not have control over our behaviours – societal implications (legal ramifications)
29
Simplistic
ignore cognitive processes and the complexity of human behaviour
30
Animals in research
differences between animals and humans
31
Spontaneous behaviour
cannot be explained using the principles of conditioning
32
what is meant by classical and operant conditioning
classical conditioning is when two stimuli are repeatedly paired a response which is at fist elicited b the second stimulus is eventually elicited by the first stimulus alone
33
behaviourist Approach
-psychologists should only study observable and quantifiable behaviour
-all behaviour is learnes
-humans are no different from animals and should not be regarded as more complex
-research on animals behaviour is directly relevant to humans
34
Ivan pavlov
-classical conditioning
-invuluntary reflex associated with a new reflex
-used dogs - conditioned to associate the sound of a bell with food this resulted in dogs producing a salivation response at the sound of a bell even when no food present
35
operant conditioning
skinner- behaviour is result of learning through consequences of our own actions
36
three type of reinforcement
1)positive - when a behaviour is followed by a desirable consequence and is more likely to be repeated
2)negative- when a behaviour is followed by removal of adverse consequence and action is more likely to be repeated
3)punishment - when a behaviour is followed by an unpleasant consequence and is likely to be repeated
37
Skinner box
created Skinner box to examine operant conditioning in rats and pigeons
whenaccidnerrly pressed leve rewarded with a food pellet
animalslesarny through positive reinforce event
new voluntary7 behaviour which is repeated to receive the reward again
38
evaluation of behaviourist
39
issues and debates of behaviour
nature vs nurture
learnt behaviour 0 nurture
experiences and surroundings shape our behaviour direcrty
refers mind to tabula rasa blank slate
behaviourist believe that behaviour is controlled. y somethings as a stimulus response assoaicsyion and in classical conditioning eg environmental determinism
humans have little choice in their behaviour
40
social learning theory - sLT
- idea of observational learning
-observation and limitation of behaviour preformed by role models who model behaviour is social environment
recognises inporaatance of meditational processes that reject the notion that learning is purely the outcome of a stimulus repose loop
41
indesntifaction
involves associating with the qualities characteristics and views of role model to become ore like that person
-schutts et al 2010 suggest children age and gender a=similairt to models is an important determinant f limitation
this still gushes set from the more deterministic behaviourist approach
42
slt 4 distinct mediationap processus
attention, retention,repsoriction motivation
if observed behaviour is rewarded imitation is more likely
what bandora called vicarious reinforcement - learning from observation
43
Bandura , ross and ross, aim
investigate whether aggression cane learned through social learning theory principles
44
bandora method
72 children 36 males 36 females between 3-6one of three groups for 10 mins
45
3 groups in bandora
1)agressiver model
2)non agressive
3)control
46
agressive model
cold played in a. room while an adult hit and shouted at a"bobo doll" which wobbles when hit
this group was further sub divides by the gender of the child and the adult model creating4 conditions
47
non aggressive model
the child played in a room while an adult played quietly with a construction set this group was further sub divided once again by the gender of the child and the adult model creating another 4 conditions
48
control group in bandora
the child di not see a model
49
results of bandora
children who saw aggressive model produced more aggressive actions that other children in the other two groups
boys imitates same sex models more than girls
girls imitated morephstical agrewssionsif they saw male models and more verbals aggression of tube saw female models
50
conclusion of bandora
aggressive can be learned in children through observation and imitation of a model
51
issues of bandora
52
evaluation of bandora
-rushtom and camel 1977
-fox and bailenson
-myers
53
self efficacy
the belief you can do something
54
origins of psychology spec
Wundt, introspection and the emergence of psychology as a science.
55
learning approaches spec
The Behaviourist Approach, including classical conditioning and Pavlov’s research, operant conditioning, types of reinforcement and Skinner’s research.
Social Learning Theory including imitation, identification, modelling, vicarious reinforcement, the role of mediational processes and Bandura’s research.
55
cognitive approach spec
the study of internal mental processes, the role of schema, the use of theoretical and computer models to explain and make inferences about mental processes. The emergence of cognitive neuroscience.
56
biological approach
the influence of genes, biological structures and neurochemistry on behaviour. Genotype and phenotype, genetic basis of behaviour, evolution and behaviour.
57
early evidence for the roles of cognition in learning
tolman - cognitive map
kohlker - insight learning
58
observational learning
learning from observing others and imitating but imitation is not automatic
59
expectancy
behaviour is only copied if you expect to be reinforced for doing so
60
slt assumptions 1
observation and imitation
mental or cognitive processes are essential
observational learning from identification of appropriate models
61
set assumption 2
VICARIOUS REINFORCMENT distinction between learning behaviour and the preormace of that behaviour
62
the role of meditational proccesses
1)attention- how much you concentrate on the model showing behaviour
2)retention- storing the behaviour you have witnessed
3)reproduction- copying the behaviour you witnessed
4)motivation- good reason to show the witnessed behaviour a reaction or imaginary incentive
ARRM
63
input-mediating cognition-output
brother praised for tidying- think can I do the same do I want to-output boy tidied garage
64
bandoras social cognitive perspecrive
the social learning theory is a social psychological theory which psychologists use to explain agression
bandora combines the logic of social and cognitive psychology to create another social psychological theory to explain aggression which he termed the social cognitive perspective
bamdura thought that behaviour may be. motivated not only by inherent psychological factors but also by scion environmental factor
he argued that the individual and the social environment were linked he called this reciprocal determinism
65
reciprocal determinism
one process relies entirely on another
66
what does the social cognitive perspective suggest
-suggests that behaviour has a social origin and includes cognitive processes such as perception , recollection and interpretation
67
bandoras method. bobo doll imitative learning
2 groups. One group of children were in a room with an adult that shouted abuse at a doll and hit it with a hammer.
The other group, the 'control group' saw non-aggressive behaviour from adults towards the dolls.
68
bandoras results
The children were put in a room alone.
High levels of aggressive behaviour was apparent from children who had observed aggression
69
conclusion
Boys were also more aggressive than girls.
Exposure led to aggressive behaviour.
70
bandora 1977
three characteristics that make you likely to influence the observer and thus increase the likelihood of imitation
more similar the model is seem to be by the observer eg.age and gender
can you relate to them in some way
71
characteristics of the observation
-Bandura 1989
1)degree of self efficacy
2)low self-confidence/esteem
72
similarities between slt and classical conditioning and operant conditioning
-they both have reinforcement
-bheaviour is learnt
-both believe outside influences influence behaviour
-slt more free will and can choose role model
73
differences from slt between classical and operant
-expectancy
-slt makes a distinction between learning and performance
-animals are not seen as the same as humans
-slt more focused on mental processes than conditioning
74
soft determinism
- a degree of free will because you can choose how to behave
-however your choice might still determined by expectancy
75
application of SLT
1)eating disorders
2)child psychology
3)educational psychology
76
SLT strengths
-importance of cognitive factors
-less determinist than the behavioural approach
-can explain behaviours such as smoking
-can explain cultural behaviours
77
weaknesses of SLT
78
cognitive approach
79
behaviourism
-arent interested in what happens in between s and r
they don't think you need to know
80
social learning theory
-social learning g theorists say that things take place within the organism that mediate between S and R
you do need to know about the persons mental processes
81
cognitive approach
cognitive psychologists extend this idea and say that our behaviour is determined by the way we process information taken in from our environment
81
assumption of the cognitive approach
- thought process should be studied scientifically
-stimuls réponse is accurate but there is a thought process between stimulus and response
-the human mind l=is like a computer called the computer analogy
82
schema
an abstract way in which we organise our information
of example scripts and social roles which
allows us to know how to behave where we are due to past experiences and allow us to respond to past experiences eg. in church or a temple or a mosque you would cover your hair tsar of you shoes this is done by repeating this before for example if you have gone to these places before this information on how you learnt to behave from before is stored in our Schema
allows us. to process information in a rapid way
83
negative schema -
depressions
everything is seen in a neg way
use cbt cognitive behavioural therapy
84
Similarities and differences of human mind and computer
Emotion
Storage
Processing by taking info storing output
85
Theoretical model
Use to help under stand and explain mental process
86
Multi store model
Information is registered through the snensorh and attentional system
A limited amount of info is held for a short time in stm
The rehearsal loop allows info to be maintained in STM for longer periods
Rehearsal allows info to be moved to LTM for long term storage
87
Informational process model
Input
Processing
Output
88
Input
Information comes in from the environment via our senses and is coded by the individual
89
Processing
The information once encoded can be processed using schema for example
90
Output
The output is the behavioural response this is emitted following the processing
91
Similarities between computer and mind
Both take data from outside and code it
They are both capable of storage
They both have the capacity to work on material
92
Differences between computer and mind
Computer coding is not affected by emotions
Computer code has been directly inputted but humans add meaning to the input they receive through senses
93
The emergence of cognitive neuroscience
Thestudyofbrain structure on mental processes.
• Marries brain scanning technologies (PET, fMRI) with the study of cognitive processes.
• Howdamagetocertain parts of the brain impact on cognitive functioning.
94
Strengths of the cognitive approach
Very influential
Uses experimental methods
Less deterministic than others approaches soft determines
95
Weaknesses
-use of laboratory experiments lacks external validity
-over simplifies complex processes
-mechanistic view of behaviours
96
Contributions of the cognitive approach
Led to an emergence of cognitive science as a unified programme for studying the mind
Cognitive psychology is often at the forefront of many uni departments
CBT id an effective treatment that is widely used
Important contribution to the field of AI and robots
97
The biological approach
The uNfluence of genes ,biological structure and neurochemistry on behaviour. Genotype and phenotype ,genetic basis of behaviour ,evolution and behaviour
98
Assumptions of biological approach
-we are influenced by our genetic makeup and gee tic inheritance
-influenced by nervous system the brain is essential for thought and behaviour
-influenced by chem processes such as functioning of brain for example imbalance of chemicals can lead to mental disorders
-humans evolution therefore we have much in common with animals
99
Who we look Nat when talking about biological
Twins as they have the same genetic makeup
100
Monozygotic
Identical
101
Dizygotic
Fraternal
102
Concordance rate meaning
Genes will 100% be the same
Twins will have the same coloured eye if they’re monozygotic so they have 100%concordance rate
103
How behavioural characteristics caused by genes
If a family member has a certain trait you are more likely to have the same trait
People inherit a predisposition to behave in a certain way
104
What behaviour twins have helped us understand
Schizophrenia
Bipolar depression
Anorexia nervosa
105
Who researches schizophrenia in twins
Gottesman 1991
106
Who researched bipolar in twins
Craddock and jones 1999
107
Who researches anorexia in twins
Walters and kendler
108
Genotype
Your unique genetic make up apart from monozygotic twins
109
Phenotype
The actual expression of your genetic makeup eg height or eye colour
110
The influence of genes
Genetics
Hereditary
Genotype
Phenotype
111
Biological structures
Neuron
CNS
peripheral system
Endocrine system
112
Serotonin behavioural affects
Low level -depression
113
Adrenaline -behavioural effects
High levels - stress ,emotion ,arousal
114
Testosterone/oestrogen
High levels -sex,aggression
115
Dopamine behavioural effects
High levels -schizophrenia
116
Have inherited a characteristic it was believed that it was beneficial to your ancestors which is why you’re inherited it
117
Reproductive behaviour
One evaluation adh psychology theory men and women look for different things in a partner
118
What men rate
Good looks youth chastity
Good sign if female fertility
119
What women rate
Financial prospective and dependability higher than men
Women are believed to look for qualities in men that means they will provide for them
120
Basic assumptions of biological approach
Influenced by our genetic makeup and genetic inheritance
Influenced by cns brsin is essential for thought and behaviour
Influenced by chemical processes such as functioning of the brain
Evolved through evolution therefore we have much in common with animals
121
Concordant
Probability of one twining snaring the same dna/trsit as the other
122
Natural selection
-any genetics,let detrmined behaviour that enhances an individuals survival and reproduction
123
Reproductive behaviour
One evolutionary psychology theory: men and women look for different things in a partner.
• Whatdoyouthinktheseare?
– Men rate good looks, youth, chastity higher than women
(believed to be good signs of female fertility)
– Women rate good financial prospects, and dependability higher than men (women are believed to look for qualities in men that means they will provide for them)
124
Methods used
Electrode recording
Mri
Detailed case study
Chemical experimentation
Twin studies
125
Strengths of biological
Scientific methods
Reliable. Et Kure how neurotransmitter effects behaviour
Low activity in sriram linked to sz symptoms eg lack of motivation
126
Weaknesses of biological approach
-reductionist
-deterministic views
=determined by genes ,neurotransmitter and brain structure
Eg.behaviours such cub agressiin are determined g levels of testosterone
Males more likely to commit crime than female as they have more level.s
Criminal bias affects justice -lenient to women
127
instincts
1)aggression can be viewed as an instinct
2)unreflective urge within members of a species that is present from birth
3)can be restrained by will power ,trained or encourages by provocation and frustration
128
how many levels in Freuds conscious mind- iceberg analogy
3
1)conscious
2)preconscious
3)unconscious
129
conscious mind
part of there mind we are aware of
it contains the thoughts we are currently thinking at any given moment
130
preconscious mind
we are occasionally aware of
eg.agression in dreams can be clue to unconscious aggressive urges - symbolic
131
unconscious mind
we are unaware of
powerful aggressive urges that would frighten and shock us of we ever became consciously aware of them
only appear is disguised dreams and freudian slip
132
the personality in compromised of
1)the id
2)the ego
3)superego
133
the id
the unconscious mind. Because the id is based on "the pleasure principle", it doesn't understand logic. If the id is denied its pleasure, it becomes frustrated. This can lead to aggressive urges. Present at birth as babies cry for instant gratification.
134
the ego
the reality principle" because it understands the outside world. The ego balances the conflicting demands of the id and superego. The ego satisfies the id by fulfilling its urges indirectly and symbolically (for example, by fantasising about violence). The ego has no moral sense.
135
the superego
(conscious and unconscious mind) It represents our moral sense of what is right or wrong. Because aggression is destructive, the superego opposes the id’s aggressive drive through guilt and shame when we fail to meet the highest moral standards. The superego is just as irrational and punishing as the id.
136
defence mechanisms
-ego difficult to balance conflicting demands of d and superego so help from defence mechanisms
-unconcious and ensures that the ego is ablate prevent us from being overwhelmed by temporary threats to humans
137
types of defence mechanism
1)repression-
2)denial
3)displacement
138
repression
forcing a distressing memory out of theconscious mind
139
denial
refusing to acknowledge some aspect of reality
140
displacement
transferring feelings from true source of distressing substitute target
141
psychosexual stages
1)oral stage
2)anal stage
3)phallic stage
4)the latent period
5)the genital stage
142
oral stage
The focus of pleasure is the mouth and the mother’s breast is the object of desire. The challenge in this age is that the child needs to become more independent from the caregiver. If fixation occurs at this stage, Freud believed the individual would have issues such as smoking, aggression, critical, sarcastic, nail biting etc.
143
anal stage
controlling bladder and bowel movements. The child gets pleasure by controlling bowel movements. If parents punish, ridicule, or shame a child for accidents, destructive personality will develop. The child will become perfectionist, obsessive or messy
144
phallic stage
primary focus of the libido is on the genitals. Electra complex (penis envy) and the Oedipus complex (castration anxiety.) The child will develop a phallic personality: narcissistic, reckless and possibly homosexual.
145
The latent period
superego continues to develop while the id's energies are suppressed. Fixation at this stage can result in immaturity and an inability to form fulfilling relationships as an adult.
146
genital stage
Puberty to Death. Freud believed that the ego and superego were fully formed and functioning at this point. Sexual desires become conscious alongside the onset of puberty. If fixation occurs, then homosexual relationships will take place.
147
little Hans and the oedipus complex
Supported his theory of the Oedipus Complex with the case of Little Hans. Hans was a five-year old boy who developed a phobia of horses after seeing one collapse. Freud suggested his phobia was a form of displacement in which his repressed fear of his father was displaced onto the horse. Horses were symbolic of Hans’ real unconscious fear – Castration.
148
oedpus theory
claimed that little boys develop incestuous feelings towards their mother and a murderous hatred for their father – who they saw as their rival (Oedipus complex). Fearing that their father will castrate them, the boys repress their feelings for their mother and identify with their father.
Freud suggested girls also go through something similar – penis envy: they desire their father & hate their mother (Electra complex) – give up this desire over time and replace it with a desire for a baby.
Case study:
149
Pavlov steps
1)before conditioning
ucs(food) reduces ucr(salivation)
2)during conditioning- associate ucs(food) with the bell (ns)
3)after conditioning ns now cs (bell) produces CR (salivation)
150
Humanistic assumptions
Everyone has their own unique way of perceiving and understanding the world
Aim to understand subjectivity
People have free will
Choices not determined by biological or other external factors
151
Maslow
All humans want to be the best they can
be.
Key term
Self-actualisation
152
Maslows hierarchy
Physiological (bottom)
Safety
Love
Esteem
Self actualisation (top)
153
Physiological
Water
Food
Sex
Sleep
154
Safety
Employment
Morality
Health
155
Love
Friendship
Family
Sexual intimacy
156
Esteem
Confidence
Achievement
Respect
157
Self actualisation
Morality
Creativity
Spontaneous
Problem solving
Lack of prejudice
Acceptance of facts
158
Rogers
Argued that for personal growth to be achieved an individual’s perceived self
Broadly equivalent of have congruence with their ideal self
If gap between the two selves is too big the person will experience a state of incongruity and self actualise not possible due to negative feelings
159
According to Rogers, people could
only self-actualise if they had a
positive view of themselves (positive
This can only happen if
they have unconditional positive
regard from others - if they feel that
they are valued and respected
without reservation by those around
them (especially their parents when
they were children). However, most
people don't perceive the positive
regard of others as being
unconditional. They tend to think
they will only be loved and valued if
they meet certain conditions of
worth. These conditions of worth
create incongruence within the self
b e t w e e n the real self (how the
person is) and the ideal self (how
they think they should be or want to be
160
Client cantered therapy
Help those to cope with the shuffles of everyday living
Claimed that many of the
161
Evaluate self actualisation
Cultural bias
Undesirable concepts
Anti scientific
Alternative theory
162
Cultural bias
Difference between collectivist vs individualistic cultures
163
Untestable concepts
How can we actually measure self actualisation
164
Anti scientific
not much empirical evidence.
165
Alternative theory –
Evolutionary psychologist (Douglas
Kenrick, 2022) proposed that parenting should be the
new ‘self-actualization’ because this ensures the
survival of the spices.
166
Reductionism
Refers to the belief that humans can be most effectively explained by breaking it down into constituent parts
The opposing view is holism
167
Holism
Phenomena are best understood by looking at the interplay and interaction of many different factors
168
Which ones hard determinism
Bio
Behaviourist
Psychodynamic
169
Soft determinism
Cognitive approach
Social learning throry
170
Non determinism -free will
Humanistic
